Reflections and Artefact
Asuf Ishaq
Inclusive Practice, Reflective Report, July 2023
Reflections and Artefact
My inclusive practice report highlights intergroup biases and social injustice in the class, some intergroup biases are born out of the perceived hierarchy and power, these are key societal operators. I set out to explore Social Identity Theory (SIT) and belonging, collaboration and expressions of personal identity. Identities of students are interwoven with each other and their encounters in class and all of the university community. My intervention’s goal is for students to understand each other’s backgrounds and find commonalities, learning each other’s personal narratives and perspectives which define their social identity. My attempting art as activism a creative intervention. the pedagogical goal is to enact social justice and freedom, both intellectually and physically, challenge power and bring a positive change to society.
“One of the foci of this approach is that in creating opportunities for intergroup cooperation and teamwork—activities that have the potential to lead participants toward the perspective that because they all have a shared humanity, they can focus on this common bond instead of their differences, thus marginalizing the seemingly superficial conflict between them—participants are able to have personal interactions with one another that shatter their group conflicts” Allport (1954, cited in Tapper, 2013, p. 416)
My position is as a Fine Art lecturer at UAL, an artist, working class and from an ethnic minority background. I represent a minority in the staff team. The Inclusive Practice unit has been useful for me to re-evaluate my experiences of injustice in three different education institutions as a student during the 1990s in the UK. Shades of Noir publications and research have enabled me to recognise the injustices and racism I had to endure because of my ethnicity and social-economical background. I received low engagement and a lack of recognition from my white lecturers when I compare it with my white peers, I had no role models to look up to. In my final year, I received low attainment for my degree, which left me feeling disappointed for many years even to this day. I am now in a good position to support students from ethnic minority backgrounds and bring a diverse perspective to white students.
I teach on the BA Fine Art at Camberwell College of Art, UAL and my department has a commitment to widening participation. In Fine Arts, the number of ethnic minority students is fewer than in design courses. My practice incorporates presenting a position of a role model for students of diverse ethnicity and a diverse perspective for white students. In my art practice, I deploy my social identity and expand on concepts of individual identity.
On UAL’s website the Ethnic Representation Index (ERI), this report highlights the critical need for a sense of belonging for students, for their academic success and well-being. The ERI has a particular focus on belonging as it relates to ethnic representation at every level of the academic community.
The 2018 Student Equality and Diversity and Inclusion Report shows retention is slightly low for ethnic diverse students, more concerning is the attainment at 21.5% for ethnic minority students, which is higher than average across UK higher education sector. These disparities continue despite UAL’s commitment to anti-racism strategies such as decolonisation initiatives.
Social Justice Theory (SIT), students’ identities are interwoven with each other, and all the education environments students encounter. Not all the class and teachers share the same social status and identity and even a starting point. Societal inequalities and power are brought into the class. The primary pedagogical goal is to enact social justice and freedom, both intellectually and physically, and challenge power. The teacher’s role is to guide and steer students, teachers need to be aware they have their own social identity which relates to certain social identities. Everyone has multiple identities. The intersectionality and individual identities are based in relation to ethnicity, gender, sexual orientation, and socioeconomic class, identities students are attracted to as individuals and relations are interacted and developed through this commonality.
“Perhaps most important, SIT contends that when individuals relate to one another, actions are usually perceived, first and foremost, as being representative of the assorted social groups to which they belong rather than as individual examples of behaviour. Consequently, individuals have group identities that they choose, as well as group identities that are imposed on them. People-to-people interactions exist within this context. In fact, says SIT, participants’ behaviour is shaped more by their collective identities than personal identities.” Tapper (2013, p.418)
The reason my work is important at UAL, I bring my social identity and perspective, to staff and students in our department. I am adding to the much-needed ethnically diverse staff, currently, ethnically diverse staff is low as 19% compared to 81% white. I represent and act as role model, this is important for students of ethnic minority backgrounds and white students.
“Ethnic diversity among staff is important for both Black and White students, as it provides positive role models, as well as a range of perspectives that enrich learning and demonstrates an institution’s commitment to diversity. Universities and colleges need to improve the diversity of their staff to better reflect the diversity of their student body”. NUS (report 2011, p. 61 cited in Finnigan, Richards, 2016)
I decided on an intervention that is collaborative and introduces moving images to express personal narratives and storytelling, film footage, sound, text and music. Moving images and filmmaking is a collaborative process, supporting each other to realise their personal film project. Collaboration encourages intergroup engagement and bonding. It is intended to improve students’ interaction, confidence and provide a non-pressured environment, recognising one another’s identities and backgrounds without the positions of power and biases.
My practice in Fine Art Drawing I wanted to extend approaches in our department. Drawing can be applied to other mediums too such as sculpture, painting, sound, performance and film. Narrative and storytelling is a key part of art and art making. My artistic practice involves moving images and overlooked narratives. I am introducing this approach to students, to express their narratives of their social and personal backgrounds.
The film essay genre I am introducing is artist films, it’s storytelling or mood expressed in an experimental sketch book way. This genre of film has been developed by artists such as British artist John Akomfrah and Alia Syed, German artist Harun Farocki and French artist Chris Marker etc. they explored narratives of personal history, narratives, race, identity and culture. Students brief is that they can explore any aspect of their social or personal identity (group or community). This approach provides an even playing field for all students, I would make sure not to make the process complicated, in the first workshop I will explain the basics of narrative, sound, text and film and photography techniques, simplifying filmmaking, a smartphone is all they need. Establish small groups of 3-4 students selected by me, they can support each other as a crew through the four-week project period. At the end of the four weeks, we will have a screening and casual discussion about each work, it’s not a crit, I will moderate the sessions for positive reflections. This workshop is designed for first-year students and for the first semester in September to October.
I have not put this Artefact into practice yet, it’s the end of the academic year and it has been very busy for staff and students to put up the degree shows. My evaluation would be in the form of interviews with students, with the aim to establish if this project and collaborations were successful and what they thought of the films.
This Artefact highlights intergroup biases can be challenged and foster inclusion where biases impact group cohesion. This intervention is addressing belonging in UAL community and thrive in their academic work. I acknowledge there are many facets of belonging within the university, such as role model staff, tutor recognition, family support, safe space and financial security.
This process has been very useful for me to think about creative ideas to improve students’ belonging and well-being. I do not design projects or units within my team. This process of research and intervention design has been very insightful and inspiring, I need to get involved with my team more and dedicate time to think of creative projects, and activities which enhance learning to bring better understanding to students of diverse backgrounds. I will need a permanent contract and more contact time.
Social Identity Theory has been the basis for my Artefact, I think my idea works as a collaborative creative workshop and project. I would say I have just discovered this interesting subject which is born out of the psychology of social identity and intergroup encounters. I will continue to research further.
Bibliography
Tapper, A (2013) A Pedagogy of Social Justice Education Social Identity Theory, Intersectionality, and Empowerment
Sabri, D (2017) Students’ Experience of Identity and Attainment at UAL – Year 4 Report
Richards, A, Finnigan, T (2016) Retention and Attainment in the Disciplines: Art and Design
Richards, A, Finnigan, T (2015) Embedding Equality and Diversity in the Curriculum: An Art and Design Practitioner’s Guide
University of the Arts London (2018) Student Equality, Diversity and Inclusion Report. [Online] Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0024/144474/190206_EDI-Report-2018.pdf [Accessed on 22/07/21]
Mba, D, Boudiaf, Y, Lloyd-Bardsley, C (2023) Ethnic Representation Index
Tate, S (2018) Whiteliness and Institutional Racism: Hiding Behind (un)conscious Bias. [Online] Available at: https://www.youtube.com/watch?v=lur3hjEHCsE [Accessed on: 07/06/21]
‘Room of Silence’ (2016) film, Rhode Island School of Design Vimeo. Available at https://vimeo.com/161259012